Integrating Ethnomathematics into Teaching Strategies to Enhance Preschoolers’ Problem-Solving Skills: A Qualitative Case Study

Abstract

This qualitative case study investigates how ethnomathematics is integrated into teaching strategies to improve problem-solving skills among preschoolers aged 5-6 years. Observational data were collected from two early childhood classes during a structured learning session themed "Tanah Airku", and analyzed through qualitative content analysis. Teachers use a culture-based approach, leveraging the introduction of regional clothing into game-based and inquiry-based learning. The findings show that teachers use culture-based approaches such as the introduction of regional clothing in play activities and inquiry, which creates a variety of problem-solving opportunities, from comparing patterns to making context-based decisions. This strategy not only fosters mathematical thinking and creativity but also strengthens children's connection to their cultural identity. Both teachers apply a child-centered approach but differ in the way they utilize cultural elements and scaffolding techniques to stimulate problem-solving. The implications of this study on professional development, educators utilize culturally responsive pedagogy and early childhood curriculum to incorporate local cultural contexts in learning activities to support effective problem-solving skills.